Identifying the Metacognitive Reading Strategies of Arab University Students: A Case Study

dc.contributor.author	Wafa Abu Shmais
dc.date.accessioned	2016-09-07T10:17:34Z
dc.date.available	2016-09-07T10:17:34Z
dc.date.issued	2002
dc.description.abstract	This paper reports on the metacognitive reading strategies employed by Palestinian students while reading English texts in the light of a case study of two English majors. Moreover, the intention of this study is to use multiple research methods in identifying the participants’ thinking processes. To collect data, the researcher used “think aloud” as an instrument for tapping the participants’ underlying metacognitive thinking. In order to complement the “think-aloud” sessions, the researcher used interviews, comprehension tests and a questionnaire. The results indicated that although “think-aloud” seemed to be a suitable introspectiv method for measuring comprehension control and awareness, retrospective methods such as interviews, tests and questionnaires were also important. It was also found that although verbalizing was challenging, the participants were interested in thinking aloud and involved in using a number of metacognitive strategies that aided their awareness and text comprehension. Finally, implications for EFL teachers and reading comprehension research are discussed based on the findings.	en
dc.identifier	1727-8449
dc.identifier.uri	http://hdl.handle.net/20.500.11888/2443
dc.title	Identifying the Metacognitive Reading Strategies of Arab University Students: A Case Study	en

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